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Advantages for the teachers:
• through working together, content and language teachers can share their
individual knowledge and make it joint knowledge
• through CLIL implementation teachers are likely to have an increased
opportunity for professional development. In some countries teachers
may benefit from exchange programmes and financial increments.
Possible initial difficulties
It is advisable that teachers starting CLIL rely on adequate consultancy
which will allow for a correct evaluation of their linguistic and
methodological competences and which will guide them to use efficient
strategies along with appropriate materials.
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Methodology 
and teaching 
strategies
3.1 A general premise
CLIL is not related to one specific methodology. However, CLIL requires
active methods, co-operative classroom management, and emphasis on all
types of communication (linguistic, visual and kinaesthetic).
Taking into account the experiences of CLIL in different countries, some
common methodological features can be found that appear to be linked to
learning achievements.
Input on subjects becomes more concrete and visual in CLIL. In many
experiences teachers and students alike emphasise the importance of visual
and multimedia support to overcome problems caused by special
languages. Moreover, new meanings and notions are built through
interaction and dialogic structures which help conceptual entrenchment.
In primary school, it is very important to give children opportunities to
promote holistic ways of learning and to learn from practical, hands-on
experiences.
a) Students appreciate the chance to use the foreign language for authentic
communication and to be allowed to focus on meaning and interaction
rather than on structures and mistakes. 
b) Code switching is a natural communication strategy, and teachers
should allow it, particularly in the first stages of CLIL. That does not